Book selfies
In my 10-1 English language arts class, we launched in the first week an independent novel study that spanned the entire quarter. Students chose a title from a list of high school-level books with the expectation that they would read the book and then write a sophisticated review near the end of the quarter. Because very few students chose the same title, I created a bulletin board were students snapped selfies of themselves with their book covers so everyone could see what their classmates were reading. I found the idea on Pinterest. Some students were shy, so I said they could hide their faces behind the book cover. Some students chose to show their silly side, which added flair to the board and helped make it their own.
What's interesting is that a 20-1 class shared the same classroom. When some of them saw the board, they asked if they could add their selfies. I invited them to email me their snapshots, but none did. I'd love to see this done outside of an ELA classroom and open it up to the entire student body to see what everyone's reading!
What's interesting is that a 20-1 class shared the same classroom. When some of them saw the board, they asked if they could add their selfies. I invited them to email me their snapshots, but none did. I'd love to see this done outside of an ELA classroom and open it up to the entire student body to see what everyone's reading!
tell a joke or story
As the title suggests. Use a story or joke to begin your class. It's especially great if you can connect the story to that day’s lesson.
Why use it? A personal story helps build relationships with your students. They see the teacher as a person. It also gets their brain working and boosts their energy, which is especially good if a class takes place right after lunch. Also, stories stick, according to The Science of Storytelling: What Listening to a Story Does to our Brains.
Why use it? A personal story helps build relationships with your students. They see the teacher as a person. It also gets their brain working and boosts their energy, which is especially good if a class takes place right after lunch. Also, stories stick, according to The Science of Storytelling: What Listening to a Story Does to our Brains.
Post-it poll
Present students with a question/quote. Ask them to write their personal response on a post-it note, and stick it under the appropriate label on the board. Ex. Absolutely, Yes but…, I’m somewhat skeptical, and No Way!
Things to consider: Teacher can play devil’s advocate to round out the answers. It's a quieter activity because students put their thoughts into writing. It's also a visual way to see the poll results.
Things to consider: Teacher can play devil’s advocate to round out the answers. It's a quieter activity because students put their thoughts into writing. It's also a visual way to see the poll results.
Dying to find a diagram? Look here!
Visit Readingquest.org and look under the “strategies” tab for the following:
Venn diagram (can add a third circle)
Cause and effect
Fishbone
Timeline
Frayer model (Useful for definitions, facets Ex. globalization)
Clock buddy for discussions (go to your 3 o’clock date)
Things to consider: The triangle with an inverted triangle in the center is good for comparing/contrasting 3 different groups. Center triangle can also be used to record things that are common to all three groups.
Venn diagram (can add a third circle)
Cause and effect
Fishbone
Timeline
Frayer model (Useful for definitions, facets Ex. globalization)
Clock buddy for discussions (go to your 3 o’clock date)
Things to consider: The triangle with an inverted triangle in the center is good for comparing/contrasting 3 different groups. Center triangle can also be used to record things that are common to all three groups.
Four corners debate
Assign a corner of the room a “position” such as: strongly agree, agree, disagree, strongly disagree. Students show their position on a particular topic by standing in a corner of the room.
Once students find their corner of the room, they share/debate their opinions.
Students are free to change corners as their thinking shifts.
Why use it? This works as a great way to introduce key questions and launch a unit. Students also see "similar thinkers" in the room.
Once students find their corner of the room, they share/debate their opinions.
Students are free to change corners as their thinking shifts.
Why use it? This works as a great way to introduce key questions and launch a unit. Students also see "similar thinkers" in the room.
Gallery walk and retrieval
"Students gather information about other classmates’ work as they view it in a gallery-type format. Number students 1s and 2s. 1s walk around and listen to 2s students’ explanations about their work. After a set period of time, 1s sit and 2s walk around. A final round could be a free-for-all where students visit work that they see during their walking turn, such as the work of other 1s or 2s.
Why use it? This is a large jig-saw. Students verbally share their findings with others, which reinforces their learning. It is also a good way to have students learn about a number of topics, instead of doing research individually. This strategy can be used in any subject, any time students make a product.
Things to consider: Preview students’ work before allowing others to see it to ensure there is nothing offensive in it (Think back to the time one of your students made a comic and speech bubble out of the character's mouth was, “FUFUFUFU." Turns out the character was stuttering.)
Why use it? This is a large jig-saw. Students verbally share their findings with others, which reinforces their learning. It is also a good way to have students learn about a number of topics, instead of doing research individually. This strategy can be used in any subject, any time students make a product.
Things to consider: Preview students’ work before allowing others to see it to ensure there is nothing offensive in it (Think back to the time one of your students made a comic and speech bubble out of the character's mouth was, “FUFUFUFU." Turns out the character was stuttering.)
Placemat
Groups of 4 or fewer students receive a 11x14 paper with a Placemat template (www.globaleducation.edu.au) Each student fills in one of the four outer squares. The centre square is used to consolidate and summarize individual answers.
Why use it? It's a great way for students to get to know each other. Use the placemat for goal setting, expectations, and setting a purpose.
Things to consider: Groups can be no more than four students. Lefties! This works great when students sit at tables and not-so-great when they sit at desks.
Why use it? It's a great way for students to get to know each other. Use the placemat for goal setting, expectations, and setting a purpose.
Things to consider: Groups can be no more than four students. Lefties! This works great when students sit at tables and not-so-great when they sit at desks.
possible sentences
Teacher provides words on the SMARTBoard. Students write at least 5 sentences using at least 5 of the provided words. Students then read (or listen to) information and see if they used the words correctly. If not, they rewrite their sentences to make them true.
Why use it? Better than the KWL chart. Creates anticipation about learning because involves predictions. Incorporates vocabulary but may need to scaffold vocabulary.
Things to consider: Comprehension may be a challenge. Struggling readers/writers may find this activity difficult and frustrating.
Why use it? Better than the KWL chart. Creates anticipation about learning because involves predictions. Incorporates vocabulary but may need to scaffold vocabulary.
Things to consider: Comprehension may be a challenge. Struggling readers/writers may find this activity difficult and frustrating.